Peak Performance Success in College and Beyond 10th Edition Ferrett Solutions Manual

Peak Performance Success in College
and Beyond 10th Edition Ferrett

Solutions Manual
Visit to Download in Full: https://testbankdeal.com/download/peak-performance-succe
ss-in-college-and-beyond-10th-edition-ferrett-solutions-manual/
Chapter 8: Improve Your Memory Skills
Table of Contents
Chapter Overview............................................................................................................ 2
Learning Outcomes ......................................................................................................... 2
Chapter Outline ............................................................................................................... 2
Worksheets ..................................................................................................................... 3
Teaching Tips.................................................................................................................. 4
Feature Notes ................................................................................................................. 7
Personal Evaluation Notebook ................................................................................. 7
Peak Progress .......................................................................................................... 8
Think Creatively and Critically .................................................................................. 8
Leverage Your Success ............................................................................................ 9
Career in Focus ........................................................................................................ 9
Peak Performer Profile ............................................................................................. 9
Answers to In-Chapter Critical Thinking Questions ....................................................... 10
Review and Application Notes....................................................................................... 10
Case Study.................................................................................................................. 111
Discussion Questions .................................................................................................... 12
In-Class Activities .......................................................................................................... 13
Bonus Internet Exercises .............................................................................................. 14
Exercise 8.1: Memory Skills .................................................................................... 14
Exercise 8.2: Mnemonics ........................................................................................ 14
Additional Activities ....................................................................................................... 15
Additional Resources .................................................................................................... 15
Additional Reading ........................................................................................................ 16
Ferrett, Peak Performance, 10e IM-8 | 1
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Education.
Chapter Overview
The purpose of this chapter is to help students improve their memory skills. Students
will learn the value of learning good memory skills and effective ways to remember
information. Ask students if they are impressed when people can remember names and
readily recall information in class. Stress the importance of understanding learning
styles for enhancing memory and improving comprehension. Memory skills are not only
important for taking tests in college, they are also important for remembering important
information, dates, deadlines, and procedures on the job.
Learning Outcomes
Students will learn to:
• Apply the five-step memory process
• Describe memory strategies, including mnemonic devices
• Identify strategies to overcome obstacles for better habits
Chapter Outline
1) The Memory Process
a) Memory Research
2) Memory Strategies
3) Overcome Obstacles
a) Build Better Memory Habits
Education.
Worksheets
8.1: Applying the ABC Method of Self-Management
Review the self-management box and discuss their journal entry. Ask them to use the
ABC method and dispel such beliefs as, “I’m just not good with names” or other limiting
beliefs and negative self-talk. Talk about how students can use visualization to help
them remember. For example, they can visualize their mind maps or visualize someone
with red hair.
8.2: Memory
This worksheet will help students see what memory tips work best for them. It points
out that most students remember words from the beginning and the end of a list, but not
the middle of a list.
8.3: Mental Pictures

This activity allows students to practice a number of techniques including creativity and
imagery.
Career Development Portfolio: Applying Memory Skills

Stress the importance of students assessing their memory skills. This assessment will
help them document their good memory skills for potential employers.
Education.
Teaching Tips
SUCCESS PRINCIPLE 8: Focus on the SUM, not the parts
SELF-MANAGEMENT:
Ask students how many times they have said, “I just can’t remember names.” Or “I
don’t have a good memory.” Talk about the importance of positive self-talk and
visualizing in remembering. Ask them to write in their journal the tips they use to
remember.
The Memory Process

After you review the memory process with students, point out that this process is quite
similar to the adult learning cycle. Have them apply the Adult Learning Cycle in Peak
Progress 8.1.
Students are generally eager to learn about memory. They can see the immediate
value of understanding how they learn and are interested in increasing their memory
skills for test taking, reading comprehension, and remembering names and dates.
Expand this concept so they can see the value of good memory skills in their jobs and
personal relationships. Ask students how improving their memory skills can help them
in the workplace and in their personal lives. You may want to start by asking students
why they forget certain information. Their reasons may include:
 Lack of interest. Indicate that if students do not see the value in a subject, they
will be less likely to remember anything about it. Attention to detail is important in
the process of wanting to remember and being interested in the subject or
person.
 Disuse. Unless they use certain information on a regular basis, students are less
likely to learn it. Stress that repetition helps them to learn information and that
comprehending the information also helps them remember it.
 Overload. Too much information and too much stimuli can confuse students and
make it difficult to remember information.
 Distractions. Noise interference and other distractions can make it difficult to
concentrate. Stress the importance of mindfulness.
 Resistance. If new information is in conflict with students’ beliefs, they may
resist it and forget it easily.
Ask students for other factors that may contribute to forgetting information. Ask if
anyone has ever taken a course in memory. This question can lead into a short
discussion on the value of memory, the time students devote to it, and their attitudes
toward it. Stress that the memory process is a learned skill and can be improved and
mastered.
Memory Strategies
Discuss with students the various memory strategies. Review how to use learning
styles to enhance memory skills. Discuss the importance of using all the senses to
Education.
improve memory. Ask students for examples of times when they used sense of smell to
recall old memories. For example, when they think of their childhood homes, what
smells do they recall? Ask for other examples of how using all the senses can activate
memory.
Also, ask students for examples of how organization helps increase memory skills and
promotes effective study habits. Take one example and ask students to organize the
information so that it is easier to remember. Ask how breaking daily tasks into steps,
organizing material, and writing down information helps them to remember details.
Stress how making lists, using mind maps, and outlining steps to a project can all help
organize information and help students remember. Remind students that many of the
concepts they have already discussed--time management, creating an organized study
area, writing down information, making lists, and integrating both sides of the brain--can
help them remember information.
Overcome Obstacles
Complacency, unwillingness to practice, and wishful thinking are barriers to memory.
Remind students that building good habits involves the cycle of recognizing the trigger,
creating a routine, and rewarding oneself when a job is well done!
To make sure students’ memories stay in tune, have them review these questions
periodically:
 Do I want to remember?
 Do I have a positive attitude about the information?
 Have I created interest?
 Have I eliminated distractions?
 Have I organized and grouped material?
 Have I reviewed the information often?
 Have I reviewed right after the lecture?
 Have I reviewed class notes within 24 hours?
 Have I set up weekly reviews?
 Have I used repetition?
 Have I summarized material in my own words?
 Have I summarized material aloud to my study group?
 Have I compared, contrasted, and associated new material with what I know?
 Have I used memory techniques to help associate key words?
 Have I established good habits that will help me remember?
These questions will help students realize the importance of attitude, review, and
repetition for enhancing memory skills. They will see that good study habits help them
to learn and recall.
Education.
Stress the importance of integrating learning styles and using both

sides of the brain for increasing memory skills. Positive self-talk,
note cards, and frequent review can also help students overcome the
barriers to remembering information.
Education.
Feature Notes
Personal Evaluation Notebook
8.1: Being Observant

You may want to introduce this exercise with some questions about what students
observed on their way to class. Then, have students do Experiment 1 on observation.
Discuss their responses.
Experiment 2 can be done in groups of two or three. Provide a photo from the school
catalog or the daily newspaper. Conduct this activity like an actual experiment. Time
students for one minute to look at the photo, then allow them a few minutes to write
down the details they remember. Class discussion should follow.
8.2: Using a Mind Map to Enhance Memory

The purpose of this exercise is to introduce the method of creating a memory map to
help students enhance and practice their memory skills.
8.3: Memory Assessment

The purpose of this exercise is to encourage students to assess their memories. Have
them answer the questions honestly and remember their earliest memories. You might
also have the students answer the question in their journals: “What kind of memory do I
think I have?” After they have completed this exercise, discuss the fact that memory is
a skill that can be learned.
Students need to see the value of learning how to use their memories more effectively.
In other words, creating a positive attitude is vital for improving their memories. Next,
they must practice using good memory tips. Emphasize that they are in control of their
memory.
8.4: Learning Styles and Memory

The purpose of this exercise is to encourage students to use their preferred learning
styles. Reinforce the importance of combining learning styles and integrating both sides
of the brain. Ask them how they can use all the senses to increase memory.
8.5: Acronyms and Acrostics

This gives students practice using their creativity to develop simple acrostics and
acronyms. Those in health and medical fields will come across these quite a bit when
studying basic anatomy.
8.6: A Walk Down Memory Lane

Ask students to list all the ways imagery and association can help them to remember.
Have students give examples and discuss them in groups. They should also list all the
barriers to a good memory and strategies for overcoming these barriers.
Education.
Peak Progress
8.1: Applying the Adult Learning Cycle to Increasing Your Memory Skills
Students will see that they can improve their memory skills if they continue to practice
and employ the steps of the cycle.
8.2: Short-Term and Long-Term Memory

Ask students for tips on how they can improve their short and long-term memory.
8.3: Remembering Names

Students generally enjoy this exercise. Have them try these techniques and report back
to the class about their success. Emphasize the importance of four key strategies.
1. Visualize.
2. Repeat.
3. Associate.
4. Reinforce
Think Creatively and Critically

Sample answers are provided for the in-text questions:
 Can you offer Aleah tips to help her focus and concentrate??
Aleah needs to get rid of distractions. Prior to studying, Aleah should let her friends
know that she will not be available. She should then leave her devices in area that is
not near where she is studying.
• Use the Habit Cycle to illustrate how Aleah can focus on one task at a time.
According the habit cycle there must be a trigger, a routine, and a reward. The
trigger would be to select one topic that she must learn. Aleah should set a goal to
study and learn all she can about that topic in 20 minutes. Once 20 minutes is over
and she has learned everything she can, Aleah can reward herself with one short
call to a friend.
 Give Aleah tips for remembering information and names of patients and co-
workers.?
This again back to using the habit cycle. When a person is introduced to Aleah, their
name is the trigger. Aleah should create a routine of specific behaviors. Look at the
person and mentally say the name. Observe any particular features. Margaret has
gray hair just like Aleah’s mom. Aleah should say the name while she is talking to
Margaret. When Aleah has a minute alone, she should jot down the name and say it
out loud. Her reward will be the emotional payoff of feeling pride that comes with
remembering names.
 How can Aleah integrate the VARK system of learning styles to enhance her
memory? ?
Aleah could first observe how others prepare and take tests. She could then listen to
herself as she reads summaries. Also, listening to others in a study group might be
helpful. Writing out summaries and reading them out loud might be another method of
assisting Aleah in remembering. Practicing taking sample tests until the routine is
Education.
automatic as well as teaching others in her study group may be useful methods to
enhancing her membory.
Leveraging Your Success

Stress to students how being organized is essential to completing tasks on time and
staying focused. Ask students if they are often frustrated because they can’t find “little”
things—such as their car keys, the remote control, etc. (ask for examples). How many
have designated areas for items they constantly use? How does disorganization
transfer over to bigger tasks, such as financial planning (even paying bills on time),
planning research projects, preparing for tests, etc.? How can being better organized
affect memory (and vice versa)?
Career in Focus
Integrating Learning Styles

Which learning styles help Marla remember pertinent information?
Marla incorporates all three learning styles. She uses visual learning strategies by
writing information down as soon as she receives it. She uses an auditory learning style
by orally repeating the information to herself after conducting an interview. Marla also
uses physical learning strategies by typing and then reviewing the information.
Peak Performer Profile
David Diaz
How might an artist find an activity like the Memory Map on page 219 helpful to his or
her work? Why might memory be important to creating a piece of artwork?
Using a technique such as the memory map, one is able to recall information by
visualizing placement of significant triggers; thus giving identity to certain spaces or
chronology. Similarly, an artist uses space to create meaning and uses objects for
symbolism. Oftentimes the vision being illustrated is not in front of him or her, but rather
is in his or her imagination of how something needs to be represented, or a personal
recollection of a mood, occurrence, or presentation.
Education.
Answers to In-Chapter Critical Thinking Questions

Figure 8.1: Short-Term and Long-Term Memory
What material in this course may be in your short-term memory? In your long-term
memory?
Answers will vary, but if the student has been reviewing throughout the course, the first
lessons should be committed to long-term memory, while recent instruction, such as
today’s lecture, will still be in short-term memory.
Photo: Learning Memory

How does your learning style affect the way in which you learn memory?
Answers will vary according to each student’s preferred learning style. Students should
be able to understand that using their dominant learning style improves memory.
Review and Application Notes

Potential answers to Review Questions.
1. What are the five main steps of the memory process?

Intention, attention, association, retention, and recall.
2. Why is intending to remember so important to enhancing memory?

Answers may vary but students should recognize that if you make excuses why
you can’t remember, your mind will refuse to learn new information. Having the
intention to remember paves the way to making learning easier.
3. Why does writing down information help you remember it?

Writing is physical and enhances learning. You are reinforcing learning by using
your eyes, hand, fingers, and arm. it also gives you a way to review.
4. Name one mnemonic device and how it is used to help you remember. Give an
example.
Mnemonic devices are memory tricks that are best used for sheer rote
memorization. Examples include: rhymes and rhythms; acronyms; acrostics;
chunking; stacking; method of place (loci).
5. What is the purpose of reviewing information soon and often?

By reviewing sooner and more often, the information “wears a path” in the brain
and becomes easier to recall. In fact, neuronal paths become myelinated,
resulting in faster information transmission.
Education.
Case Study
Overcoming Memory Loss
The purpose of this case study is to illustrate that learning effective memory skills is
important for school and job success. Suggested answers follow.
In the Classroom
1. Erin could benefit from using positive affirmations. She also needs to focus and
become more mindful in order to avoid feeling overwhelmed. She should also
write things down, get a planner, and starting returning objects to designated
places.
2. Erin should get organized and develop a supportive study and work space.
Having a place for everything creates order and prevents misplacing items. Erin
should also write important information instead of relying on her memory.
In the Workplace
3. Erin can keep a detailed list of all the important information that would be most
helpful to her. Then integrate it into a filing system dedicated to her contacts.
She should avoid distractions and concentrate on the present when she is
working on an event. Erin needs to make the mental link that there is an
association between organization, memory, and spectacular job performance.
4. Erin should designate a certain time every morning to prepare herself mentally
for the day ahead. She should use memory tips and a mind map to organize
information and improve her memory skills. It might help to peruse her own files
periodically, and keep up with trade journals in her area.
Education.
Discussion Questions
1. How does your attitude affect your memory? (LO 8.1)
When we are clear about our intentions, our level of motivation rises accordingly.
2. List some distractions that could interfere with your attention in a classroom. List
some distractions that could interfere with your attention at home studying. (LO
8.1)
Class distractions: cellphones, personal issues, other people, hall noises,
disorganized professor, surroundings, faulty AV equipment.
Home distractions: family, phone, food, surroundings, competing responsibilities,
drop-ins.
3. Considering your personal learning style, what types of associations and or

memory strategies could you create in order to increase memory? (LO 8.1 and
8.2)
Visual: embellish a memory map; create artwork of the information
Auditory: listen to recorded info; record yourself
Kinesthetic: enact/ visualize the material; lecture, role play, diagram the info
4. What is the difference between memorizing something and learning something?

(LO 8.1)
Memorization suggests not much more than a recitation of facts. learning implies
an understanding of the relationships between parts, and the capacity to
anticipate outcomes when parameters are altered.
5. What mnemonic devises have worked for you in the past? Can you think of any
to help you with the subject matter for a course you are currently taking? (LO 8.2)
Have students find best examples for their discipline.
6. Where do you go to review class notes (your bedroom, the library, etc)? Could
there be a better place to practice the items you want to remember? Why/why
not? (LO 8.3)
if the present location is conducive to learning, perhaps not.
Education.
In-Class Activities
1. In groups, have students strategize and think about the different methods they
can use to help them memorize important facts and information for classes like
science, math, and history. Have each group list what methods they would use-
i.e. flash cards, visualization, acronyms, and mnemonic devices and provide
examples for each method chosen to present to the class.
2. Ask students to create a mind map or outline for learning memory strategies.
Ask for student volunteers to share their mind maps with the class. What were
the similarities and differences with the techniques or formats chosen?
3. In groups, assign each group one of the 5 main steps to the memory process:
intention, attention, association, retention and recall. Then ask each group to
teach the class about their step in the process- why the step is important, define
the step and provide examples to illustrate the main ideas/points for their section.
4. Have students bring all of their syllabi to class. Hand out blank calendars for the
remaining months of the year (for example, if this course is taught in the fall, then
the instructor would hand out blank calendars for the months of September-
December, if you are on a semester schedule). Have the student then review
each syllabus and mark down all tests, quizzes, exams and research papers that
are due. You can also suggest to students that they color-code each course so
assignments are easier to distinguish from one another. This activity will
reinforce the concept of using a Master Calendar to help students remember
important assignment dates in advance of using a daily or weekly planner.
5. In pairs, have students create their own memory map activity (see Personal
Evaluation Notebook 8.6 exercise) for a concept, historical event, or biological
system the student will need to know for an upcoming test in one of their classes.
Have pairs work together and discuss the advantages and/or challenges for
using this particular memory technique.
Education.
Bonus Internet Exercises

Exercise 8.1: Memory Skills
(LO 8.1 and 8.2)
This chapter suggested ways of increasing memory. One way of increasing memory is
practice. Find an online memory game such as
http://faculty.washington.edu/chudler/java/facemem.html and play the game. There are
many types of games available so find one that interests you and then answer the
following questions:
1. What game did you select? How do you play it?

2. What happens when you play the same type of game more than once? How
would you explain this outcome?
3. What strategies did you incorporate in order to “beat” the game?
4. Is there some way to incorporate those same strategies in improving your
memory for your coursework?
Exercise 8.2: Mnemonics

(LO 8.2)
One suggestion for increasing memory was the use of mnemonics. Visit the mnemonic
dictionary at http://www.mnemonicdictionary.com/ and then answer the following
questions:
1. Learn three new words from the dictionary. How did the mnemonics help you to
learn the words?
2. Is there a word you could add to the dictionary by creating a new mnemonic?
Education.
Additional Activities
A note to the Instructor: These activities are exclusive to this manual and are
designed to meet the individual needs of your students. If applicable, these activities
can be assigned to pairs or groups of students.
Integrating Left/Right Brain Affirmations Into Your Daily Life

Ask students for suggestions on ways to integrate both sides of the brain. Have them
write affirmations that integrate learning styles. Examples include: I like to draw
pictures. I enjoy visualizing information. I like to study in my team. I like to listen to
tapes. I remember when I make associations, etc.
Write a Letter of Advice to a Friend

Have students write a one- to three-page letter to a friend who is having trouble
remembering information; have students give advice for improving memory. This
exercise demonstrates that students have many good strategies for improving their
memories, and teaching someone else helps reinforce their own skills.
Remembering Names
Ask students to experiment with new strategies for remembering names. The next time
they go to a park or to an occasion where they meet several new people, have them
make a conscious effort to remember names. Ask them if practice makes them better
at remembering names.
You can demonstrate how to remember students’ names. During the first class, it is
suggested that you learn all the students’ names. Share with the class how you did this.
Include such factors as interests, repetition, association, attention to detail, etc. Ask
how many students would like to set a goal to memorize everyone’s name in the class.
Additional Resources
Where to Find Resources:
On Campus: The Learning Center is a good place to go for help with memory.
Students might also talk with psychology instructors who have an interest in memory.
Working with a study team is a great way to increase memory skills.
On the Internet:
For information on memory:
http://www.coun.uvic.ca/learning/memory/mnemonics.html
http://www.learningassistance.com/2006/january/mnemonics.html
Education.
Additional Reading
Allstate/Sperling’s Best Places. “‘Allstate America’s Teen Driving Hotspots’ Study.”
Executive Summary. May 2008.
Astin, A. What Matters in College: Four Critical Years Revisited. San Francisco: Jossey-
Bass, 1993.
Bavelier, D., and H. Neville. “Neuroplasticity, Developmental.” In Encyclopedia of the

Human Brain, vol. e, ed. V. S. Ramachandran. Amsterdam: Academic Press, 2002, p.
561.
Beckman, M. “Crime, Culpability, and the Adolescent Brain.” Science 305, no. 5684
(July 30, 2004).
Brant, A. M., et al. “The Nature and Nurture of High IQ: An Extended Sensitive Period of
Intellectual Development.” Psychological Science 24, no. 8 (August 2013), pp. 1487–95.
Donnelly, Rory, Active Learning. Fort Worth, TX, Holt, Rinehart & Winston, 1990.
Gawain, Shakti, Creative Visualization. Mill Valley, CA, Whatever, 1978.
Gluck, Mark A.; Eduardo Mercado; and Catherine E. Myers. Learning and Memory:
From Brain to Behavior. New York: Worth Publishers, 2007.
Grandin, T. Thinking in Pictures. New York: Doubleday, 1995.
Higbee, E. L. Your Memory: How it Works and How to Improve It. New York: Marlowe &
Co., 2001.
Kandel, E. R. “The Molecular Biology of Memory Storage: A Dialog between Genes and
Synapses.” In Nobel Lectures in Physiology or Medicine 1996–2000, ed. Hans Jornvall.
Singapore: World Scientific Publishing Co., 2003, p. 402.
Lorayne, H., & Lucas, J. The Memory Book. New York: Ballantine, 1996.
Lorayne, Harry. Super Memory-Super Student: How to Raise Your Grades in 30 Days,
Vol. 1. Boston: Little, Brown & Company, 1990.
McDermott, Terry. 101 Theory Drive: A Neuroscientist’s Quest for Memory. New York:
Pantheon Books, 2010.
Mason, D. & Spencer, S. The Memory Doctor. New Harbinger Publications. 2005.
Naveh-Benjamin, M.; A. Kilb; and T. Fisher. “Concurrent Task Effects on Memory

Encoding and Retrieval: Further Support for Asymmetry.” Memory & Cognition 34, no. 1
(January 2006), pp. 90–101.
Education.
Sprenger, Merilee. Differentiation Through Learning Styles and Memory. Thousand

Oaks, DA: Corwin Press. 2003.
Svantesson, Ingemar. Learning Maps and Memory Skills: Powerful Techniques to Help
You Make Better Use of Your Brain, 2nd edition. London, England: Kogan Page
Limited, 1998.
Scott-Taylor, T. “The Implications of Neurological Models of Memory for Learning and

Teaching.” Investigations in University Teaching and Learning 6, no. 1 (Autumn 2010).
Siegel, D. J. “Memory: An Overview.” Journal of the American Academy of Child and

Adolescent Psychiatry 40, no. 9 (2001).
Wong, Linda. Essential Study Skills, 3rd edition. New York: Houghton Mifflin Company,
1999.
Education.

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Peak Performance Success in College

and Beyond 10th Edition Ferrett

Ferrett, Peak Performance, 10e IM-8 | 1

Ferrett, Peak Performance, 10e IM-8 | 2

8.3: Mental Pictures

Career Development Portfolio: Applying Memory Skills

Ferrett, Peak Performance, 10e IM-8 | 3

SUCCESS PRINCIPLE 8: Focus on the SUM, not the parts

The Memory Process

Ferrett, Peak Performance, 10e IM-8 | 4

Ferrett, Peak Performance, 10e IM-8 | 5

Stress the importance of integrating learning styles and using both

Ferrett, Peak Performance, 10e IM-8 | 6

8.1: Being Observant

8.2: Using a Mind Map to Enhance Memory

8.3: Memory Assessment

8.4: Learning Styles and Memory

8.5: Acronyms and Acrostics

8.6: A Walk Down Memory Lane

Ferrett, Peak Performance, 10e IM-8 | 7

8.2: Short-Term and Long-Term Memory

8.3: Remembering Names

Think Creatively and Critically

Ferrett, Peak Performance, 10e IM-8 | 8

Leveraging Your Success

Integrating Learning Styles

Peak Performer Profile

Ferrett, Peak Performance, 10e IM-8 | 9

Answers to In-Chapter Critical Thinking Questions

Photo: Learning Memory

Review and Application Notes

1. What are the five main steps of the memory process?

2. Why is intending to remember so important to enhancing memory?

3. Why does writing down information help you remember it?

5. What is the purpose of reviewing information soon and often?

Ferrett, Peak Performance, 10e IM-8 | 10

Ferrett, Peak Performance, 10e IM-8 | 11

3. Considering your personal learning style, what types of associations and or

4. What is the difference between memorizing something and learning something?

Ferrett, Peak Performance, 10e IM-8 | 12

Ferrett, Peak Performance, 10e IM-8 | 13

Bonus Internet Exercises

1. What game did you select? How do you play it?

Exercise 8.2: Mnemonics

Ferrett, Peak Performance, 10e IM-8 | 14

Integrating Left/Right Brain Affirmations Into Your Daily Life

Write a Letter of Advice to a Friend

Where to Find Resources:

Ferrett, Peak Performance, 10e IM-8 | 15

Bavelier, D., and H. Neville. “Neuroplasticity, Developmental.” In Encyclopedia of the

Gawain, Shakti, Creative Visualization. Mill Valley, CA, Whatever, 1978.

Grandin, T. Thinking in Pictures. New York: Doubleday, 1995.

Naveh-Benjamin, M.; A. Kilb; and T. Fisher. “Concurrent Task Effects on Memory

Ferrett, Peak Performance, 10e IM-8 | 16

Sprenger, Merilee. Differentiation Through Learning Styles and Memory. Thousand

Scott-Taylor, T. “The Implications of Neurological Models of Memory for Learning and

Siegel, D. J. “Memory: An Overview.” Journal of the American Academy of Child and

Ferrett, Peak Performance, 10e IM-8 | 17

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